Childminder EY550123

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Although children have access to a broad range of interesting activities, the childminder does not help them become focused during their play. She continually suggests new ideas and a large choice of toys. Sometimes, children become confused. They do not have time to think for themselves or become engrossed in an activity. Children therefore lose concentration and are not motivated in their learning.

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The provision requires improvement

On the whole, children are happy and will explore their environment with confidence. However, they too often show distress and have disagreements. Children regularly display negative attitudes towards play and each other, and occasionally hurt others. Despite the childminder's efforts to praise children when they do the right thing, she has not embedded robust enough behaviour support plans to help children understand right from wrong. They are not regulating their emotions.

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The provision requires improvement

The childminder provides a welcoming environment and her premises are safe and secure. She encourages children to regularly exercise in her large outdoor area. Children enjoy digging and searching for dinosaurs in the sand pit. In addition, they solve problems and develop mathematical skills. For example, they count different- sized balls as they drop them into drainpipes attached to the fence. They work out how to fix this apparatus when balls become stuck.

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need to do better?

n The childminder gets to know the children and their interests well from the start. She provides them with experiences in and out of the setting that she feels will enhance their learning in all seven areas. However, during play, she does not recognise when children need to explore independently and spend time thinking for themselves. She often interrupts children's activities by suggesting something else, or by completing another task. Children become distracted and disengaged. Despite this, when children are given the chance to explore the playroom, they engage with toys of interest and show some concentration skills. n The childminder has built strong relationships with parents and shares information with them daily. She offers them ideas to try with their child at home that link to their next steps in learning. In addition, she encourages children to take books home to promote the importance and enjoyment of

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need to do better?

reading. Parents comment positively about the care their children receive. They are regularly asked for their input into assessment and the childminder's service. Additionally, she works well with other settings where children attend to gather information about their development. n The childminder encourages independence skills and helps those children who

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need to do better?

9 December 2019 are moving on to school. She supports their early writing ability by enhancing fine motor skills and hand-to-eye coordination. For example, children pick up small items and put them into bottles and post items through small holes in a basket, which also helps their concentration. n The childminder has a kind and caring tone with the children. She understands the importance of good behaviour and positive attitudes. However, she has not formed strategies that enable children to understand said boundaries and respect other people's feelings. Children often say 'no' when the childminder gives an instruction and snatch toys from one another. On some occasions, children push others and scream until they get what they want. The childminder does not manage their behaviour well and this impacts on other children's play and enjoyment in the setting. For example, the environment can be chaotic and

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need to do better?

some children cannot be heard. They too become distressed and do not relax into their own play. n Although the childminder tracks children's progress from the start, she does not consistently recognise when gaps in learning need to be addressed. This significantly impacts some children's development. She does not seek further support when her intervention attempts are not having a good enough impact. n The childminder is interested in how children learn and regularly researches ideas to try in her setting. She completes online training and face-to-face refresher courses to keep her knowledge up to date. The childminder continually wants to improve her service.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises a wide range of signs and symptoms of abuse. She is confident in the procedures to follow if she has a concern about a child's safety or welfare. She has a good understanding of risks posed to children, including those of extreme behaviours and dangers when using the internet. The childminder maintains a valid first-aid qualification and knows what to do if children have an accident or become unwell in her care.

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should:

n strengthen strategies to manage children's behaviour and help them understand how their actions impact other's feelings n adapt and streamline activities and the environment to enable children to engage in focused play and learning n accurately assess children's progress and swiftly intervene when gaps in their development are identified, having particular regard to communication, and social and emotional skills.

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Setting details

Unique reference number EY550123 Local authority Leeds Inspection number 10130881 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the Morley area of Leeds. She operates her provision all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector held a number of discussions with the childminder. n The inspector and the childminder completed a learning walk around all areas of the setting to understand how the early years curriculum is organised. n The inspector took account of the views of parents through verbal and written feedback provided. n The inspector observed the quality of education delivered during activities and assessed the impact this has on children's learning. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

9 December 2019 9 December 2019 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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